This document discusses the importance of digital citizenship education and outlines a proposed partnership between students, parents, and teachers. It begins by defining digital citizenship and explaining how people interact in the digital world. It then discusses keys to establishing a successful digital citizenship program, including understanding today's students, embracing social media, and developing a framework. The document provides insights into how students currently use technology and outlines challenges faced by different generations. It proposes a digital citizenship program and shares lessons learned from implementing such a program.

1. Digital Citizenship: A Student-
Parent-Teacher Partnership
Patrick Woessner
MICDS

2. Digital Citizenship
Today, billions of people all over the planet interact
using various technologies. This interaction has
created a digital society that affords its members
opportunities for education, employment,
entertainment, and social interaction. As in any
society, it is expected that digital citizens act in a
certain way—according to accepted norms, rules,
and laws. Most of today’s students are entirely
comfortable with technology, but are they using it
appropriately? Do they understand their roles and
responsibilities in digital society? How can teachers
help students become responsible digital citizens?

3. Keys to Establishing a
Successful Program
• Understand Today’s Student
• Maintain Perspective
• Embrace Social Media
• Develop a Framework
• Reflect and Revise

5. A View of K-12 Students Today

6. A View of Teenagers Today
• 95% of teens spend time
with friends face to face
• 93% of teens ages 12-17
use the Internet
• 68% send instant
messages
• 65% use social
networking sites
• 64% of online teens are
content creators

7. A View of Social Media Today

9. Generational Fears/Concerns
About Youth
• Since the turn-of-the-twentieth century —and
lasting right up until today—generation after
generation of young people and adults have
increasingly come into conflict, and it probably
is not going to change anytime soon!

10. 10
Example #1: What was it??
It “encourages isolation and splitting” of
families, and “puts children on a
narrowly defined developmental path,
and contributes little to social skills.”
It is “corrupting our youth” and “is not
wholesome”. It “mesmerizes our
children…teaches gambling and breeds
aggressive behavior.”

11. 11
VIDEO GAMES (1980s)
Glenn Collins, “Video Games:
A Diversion or a Danger?” New
York Times, February 17, 1983,
p. C1.
Mrs. Ronnie Lamm, quoted by
William E. Geist, in “The Battle
For America’s Youth.” New York
Times, January 5, 1982, p. B2.

12. 12
Example #2: What was it??
It “exerts a harmful influence…
upon the public mind and morals,
and particularly upon the minds
of youth and children.”
and it has “steeped the youth of
our country in filth and
degradation.”

13. 13
MOVIES (1930s)
Central Conference of American
Rabbis, quoted in “Rabbis
Denounce ‘Harmful’ Movies.”
New York Times, June 19, 1934,
p. 24.
Reverend Dr. S. Parkes Cadman,
quoted in “Cadman at Drexel
Denounces Movies.” New York
Times, June 19, 1934, p. 15.

14. 14
Example #3: What was it??
It “may well be…an insidious force that
causes children to be more aggressive,
fearful, materialistic and callous,
while at the same time makes them
more passive, less robust and damages
their educational potential.”

15. 15
TELEVISION (1970s)
Richard Flaste, “Screening TV
For Uncritical Young Eyes.”
New York Times, March 11,
1977, p. 31.

16. 16
Example #4: What was it??
is “a communicable disease” is
“cannibalistic and tribalistic” and just
“another form of adolescent
rebellion.”

17. 17
ROCK-N-ROLL (1950s)
“Rock-and-Roll called
‘Communicable Disease’.”
New York Times, March 28,
1956, p. 33.

18. 18
What do all of these examples
have in common?
• Young people embracing new forms of
technology/activity that adults do not understand or
know about (early adopters)
• New technologies/activities involving thematic
content with which adults are uncomfortable
• Through these new technologies/activities, young
people form “community” and speak a “language”
that is theirs & theirs alone
• Adults feel confused and left out of the picture,
begin to worry and/or get angry about their loss of
influence over “kids today”

19. What does this mean for
educators today?
• We see students behaving in our classes in
ways that we do not approve of or appreciate
• We see students engaging with technology in
ways that we consider to be inappropriate, or
rude, or detrimental to both their maturation
and education
• Overall, our struggles with students actually
are not much different from previous
generations’ struggles with us

21. Time Online Can Be Beneficial

22. Social Networking Demographics
Percent with a Social Networking Profile
Source: Pew Internet

23. The Power of Social Media

24. Social Networking:
Preschool and Elementary

25. Social Networking:
Teens and Adults

26. Footprints in the Digital Age
• Social technology leads to a
digital footprint
• How well do our profile and
footprints reflect who we
really are?
• Object permanence has
evolved from the physical to
the virtual world

27. Paying Attention to Trends

29. Digital Citizenship
• Digital citizenship can be described as the norms
of appropriate, responsible behavior with regard
to technology use.
• In their book Digital Citizenship in Schools,
Gerald Bailey and Mike Ribble identify nine
elements of digital citizenship that can be
grouped into three broad categories:

30. Student Learning and
Academic Performance
1. Digital Access: full electronic
participation in society
2. Digital Literacy: the process
of teaching and learning
about technology and the use
of technology
1. Digital Communication: electronic exchange
of information

31. School Environment and
Student Behavior
1. Digital Security and Safety:
electronic precautions to
guarantee safety/physical well-
being in a digital technology
world
1. Digital Etiquette: electronic standards of
conduct or procedure
2. Digital Rights and Responsibilities: those
freedoms extended to everyone in a digital
world

32. Student Life Outside
the School Environment
1. Digital Commerce: electronic
buying and selling of goods
2. Digital Health and Wellness:
physical and psychological well-
being
3. Digital Law: rights and
restrictions

33. The MICDS Program

34. Other Models and Resources

36. Lessons Learned:
Teachers and Administrators
• Actions speak louder than words; real support
requires a time commitment and accountability
• You can’t give away what you don’t own; training
is essential to understand Digital Citizenship
• The value of the program must be abundantly
clear; it’s not an “addition” but rather part of the
culture of the school

37. Lessons Learned:
Parents
• Support means getting involved; parents and
teachers must share responsibility
• If you teach it, they will come; hands-on
workshops are much more effective than
“information” sessions
• Line between home/school can get blurred; be
prepared to address “after hours” issues

38. Lessons Learned:
Students
• Expect resistance; you are invading “their world”
and they don’t necessarily want to learn about it
with/from you
• Younger children believe everything they read;
beware media sensationalism
• Despite your best collective efforts, some will
still stray off the path; have patience

39. Lessons Learned:
Program
• Utilize a variety of instructional strategies; a
standard format is simple but not always effective
• Need to weigh benefits/drawbacks of large vs.
small group setting; consistency or intimacy
• Scope, sequence, and timeframe; how much, how
deep, and how often

40. Questions or Comments?
• Email: pwoessner@micds.org
• Twitter: @pcwoessner
• Technology in the Middle blog (pwoessner.com)